Teachers’ self-perception in maker education: three approaches for STEM professional development

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• dc.contributor.author Martínez Moreno, Judit
• dc.contributor.author Santos Rodríguez, Patrícia
• dc.contributor.author Hernández Leo, Davinia
• dc.date.accessioned 2021-09-02T11:55:38Z
• dc.date.issued 2021
• dc.description Comunicació presentada a: 21st International Conference on Advanced Learning Technologies (ICALT) celebrat del 12 al 15 de juliol de 2021 a Tartu, Estònia.
• dc.description.abstract This paper analyzes the effect that three different approaches for teacher professional development based on the maker education have on teachers’ self-perceived ability for implementing the maker educational practices. The results indicate that there is a significant improvement regarding the feeling of being able to design maker-based educational lessons after participating in any of the professional development courses. Concretely, individual and practical activities requiring the development of a maker project are the ones that help the most to improve teachers’ self-perception regarding the maker and STEM education in primary education levels.
• dc.description.sponsorship This work has been partially funded by the EU Regional Development Fund and the National Research Agency of the Spanish Ministry of Science, under project grants TIN2017-85179-C3-3-R, MDM-2015-0502. Dr. Hemández- Leo acknowledges the support by ICREA under the ICREA Academia programme.
• dc.format.mimetype application/pdf
• dc.identifier.citation Martínez Moreno J, Santos P, Hernandez Leo D. Teachers’ self-perception in maker education: three approaches for STEM professional development. In: Chang M, Chen N-S, Sampson DG, Tlili A, editors. Proceedings of the IEEE 21st International Conference on Advanced Learning Technologies (ICALT 2021); 2021 Jul 12-15; Tartu, Estonia. New York: IEEE; 2021. p. 234-5. DOI: 10.1109/ICALT52272.2021.00076
• dc.identifier.doi http://dx.doi.org/10.1109/ICALT52272.2021.00076
• dc.identifier.isbn 978-1-6654-4106-3
• dc.identifier.issn 2161-377X
• dc.identifier.uri http://hdl.handle.net/10230/48368
• dc.language.iso eng
• dc.publisher Institute of Electrical and Electronics Engineers (IEEE)
• dc.relation.ispartof Chang M, Chen N-S, Sampson DG, Tlili A, editors. Proceedings of the IEEE 21st International Conference on Advanced Learning Technologies (ICALT 2021); 2021 Jul 12-15; Tartu, Estonia. New York: IEEE; 2021.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
• dc.rights © 2021 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. http://dx.doi.org/10.1109/ICALT52272.2021.00076
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Primary education
• dc.subject.keyword Teachers professional development
• dc.subject.keyword Maker education
• dc.subject.keyword STEM Education
• dc.title Teachers’ self-perception in maker education: three approaches for STEM professional development
• dc.type info:eu-repo/semantics/conferenceObject
• dc.type.version info:eu-repo/semantics/acceptedVersion